MODULE

1
Episode
Focus on Gender, Needs, Strength, Interest, Experiences,
3 Language, Race, Culture, Religion, Socio-economic status,
difficult circumstance, and Indigenous Peoples
3 HOURS

Activity 3.1 Observing differences among learner’s gender, needs,

strengths, interest, and experience; and differences among
learners ‘linguistic, cultural, socio-economic, religious
background, and difficulties circumstances.

Resource Teacher: Preslene P. Orot Teacher’s Signature __________

School: Sagay National High School
Grade /Year Level: 8 Subject Area: MAPEH Date: October 16,2023
.

Observe
Name of the School Observed: Sagay National High Schol
School Address:
Date of Visit: _________________________

There are 45 students in Ma'am Preslene Grade 8 class, with 25 girls and 20 boys. This figure
is rather average for institutions like Sagay National High School, one of the most well-known
schools in the region that serves many students. Since they are already in Grade 8, these
students are between the ages of 13 and 15. Although there are a lot of students in the
classroom, it's amazing to see how they all get along and support one another's reasons,
especially those of the LGBTQI+ community. Their orderly and polite manner demonstrates
their intelligence and maturity, a rare mix that sets them apart from others in their generation.
However, they behave in a compassionate and empathic way toward their teacher, whom they
always welcome enthusiastically and respectfully, demonstrating their undying regard and love
for her. Overall, the Ma'am Preslen class is made up of students who are bright, passionate,
and academically inclined and who will soon become the next generation of leaders.

During class
It is clear from the discussion in class that the teacher promotes an inclusive and active
learning environment. There are some students who do not speak out during class discussions
and instead choose to remain silent. My observations show that these students are still paying
attention to the class and demonstrating knowledge when their teacher asks them a question.
Despite this, it seems like some students lack the confidence necessary to speak their minds in
front of their peers. The degree of participation varies depending on where the students are
seated in the classroom, which is a fascinating observation. Those who are seated in the back
are typically quieter than those who are in the front and only speak up when their teammates or
the teacher specifically asks them to.

The students cooperate admirably and work diligently to complete their assignments in group
activities. Some students, however, subtly compete with one another to answer the teacher's
questions correctly during class discussions. Some students find it difficult to comprehend the
lesson content and seek to their fellow classmates for help. Even though they try effort to
respond to the questions, they occasionally need help from their peers. Fortunately, the
environment in the class exhibits collaboration, with students assisting their less successful
classmates.

Overall, it is good to observe that the students are open to the teacher's instructional strategies
and demonstrate excitement for both teamwork and active participation in class discussions.
1. Identity the persons who play key roles in the relationships and interactions in the
classroom. What roles do they play? Is there somebody who appear to be a leader, a
mascot/joker, an attention seeker, a little teacher, doubter/pessimist?

To establish a supportive and productive learning environment, the teacher and

students collaborate as well. For instance, the teacher may assign each student a
separate duty during group activities, such as timekeeper, recorder, and presenter. This
guarantees that every student is participating in the discussion and is actively engaged.
By inviting students to discuss their ideas with their classmates, the teacher frequently
promotes peer-to-peer learning. This encourages cooperation and teamwork in addition
to supporting their understanding. Students frequently receive constructive criticism
and comments from their teachers, which helps them learn and grow more effectively.
In peer assessments, where they critique each other's work and offer recommendations
for improvement, students also offer feedback to their peers. Their capacity for
analytical thought is increased as a result.

Finally, a code of conduct for the classroom is developed jointly by the teacher and
students and describes the standards and expectations for conduct. As a result,
everyone feels respected and heard in a polite and safe learning atmosphere. In the end,
a dynamic and engaging learning environment can be developed in the classroom by
the teacher and the students by cooperating.

2. Is there anyone you observed who appear left out? Are students who appear
"different”? Why do they appear different? Are they accepted or rejected by the
others? How is this shown? What does the teacher do to address issues like this?
 Students celebrating diversity and accepting one another's differences is, I must say,
really uplifting. It is essential for creating a positive, welcoming learning atmosphere
where everyone may feel included and valued, regardless of their ethnicity, race,
religion, gender, or level of socioeconomic standing. Since Ma'am Preslene plays a
vital role in shaping her students' thoughts as an educator, I haven't encountered any
students that look excluded or out of place. She cultivates an environment that
encourages a sense of belonging among her students by highlighting the virtues of
love, acceptance, and respect. Additionally, by teaching the three acts of kindness,
she aids her students in growing their capacity for empathy, compassion, and
kindness toward others—qualities that are crucial for having a beneficial impact on
society.

3. How does the teacher influence the class interaction considering the individual
differences of the students?
The teacher, in my opinion, also encourages free dialogue and active listening among
the students to establish a positive and inclusive classroom environment. She creates
a comfortable environment where each student can voice their ideas without fear of
rejection or criticism. During class discussions and activities, she also makes sure that
each students has a chance to voice their opinions. By introducing different cultures,
rituals, and traditions into the lesson plan, the teacher celebrates variety and
encourages multiculturalism in the classroom. To increase her students'
comprehension and enjoyment of the world around them, she exposes them to various
viewpoints, experiences, and backgrounds. The teacher is a role model who treats
their students, coworkers, and other people with kindness, compassion, and empathy.
She encourages students to treat others with respect and decency by setting an
example for them. Creating a secure environment for free dialogue, embracing
diversity, and serving as a positive role model for her students are all aspects of the
teacher's effect on fostering a supportive and courteous classroom environment.

4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom does the teacher leverage diversity?

Ma'am Preslene stresses the significance of providing a secure and welcoming

learning environment for all kids. She thinks that regardless of their cultural
background, pupils should feel at ease discussing their ideas. She encourages open
communication in the classroom and establishes clear behavioral expectations to do
 this. Ma'am Preslene also understands the importance of including a variety of
resources in her teachings. She searches for materials and resources that are inclusive
and represent a variety of cultures and viewpoints since she recognizes that traditional
curricula might not always reflect the realities of all students. All students benefit
from a richer, more meaningful learning experience because of this. Respect,
understanding, and inclusivity are the cornerstones of Ma'am Preslene's approach to
diversity in the classroom. She is able to establish a learning environment in the
classroom that promotes mutual respect and growth by placing emphasis on each
student's specific requirements and cultural background. I hope to use similar
approaches in my own classroom when I become a teacher because I appreciate
diversity and want to foster an environment where all kids feel seen, heard, and
valued.

Reflect

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among learners and between the teacher and the learner?

An overwhelming sense of belongingness engulfed me as I observed the students in the back

of the classroom. It was clear that the teachers and students got along very well because of
the obvious togetherness that was demonstrated during class discussions. In the classroom,
the interactions between the teacher and the students were nothing short of admirable. This
can be since most students receive consistent discipline throughout their education. The
excellent attendance and participation of the students during lectures revealed their
enthusiasm to learn and understand subjects. Despite a few pupils who didn't participate as
much, the teachers deliberately encouraged them to demonstrate their skills through different
tasks. As a teacher in the future, it is crucial that I get ready to work with students from
different cultural backgrounds while still meeting their specific requirements. The school
climate, general attitudes toward diversity, community involvement, and culturally
responsive curriculum, to name a few, are just a few of the variables that might affect the
achievement of children from diverse cultural backgrounds. The interaction between the
teacher and students on a personal and academic level, however, may be the most important
aspect. Therefore, my main responsibility in the classroom will be to recognize and respect
the cultural differences and similarities among students. Respect and cultural sensitivity are
two social characteristics that I think a teacher can teach, model, promote, and reinforce. I
always feel like a teacher when I'm in a classroom because the students are so respectful,
polite, and nice. They always say hello warmly or "good morning, ma'am" or "good
afternoon," which overwhelms me. This emotion is only intensified by the students' harmony
 and unity, as well as the teacher-student relationship. When there are groupings or when they
come into difficult questions or challenges, the students join. When everyone actively
engages in class activities, the learning environment in the classroom becomes favorable.
These variables collectively demonstrate the power of collaboration between students and
teachers.

Activity 3.2. Observing differences among learner’s with disabilities, giftedness,

and talent

Resource Teacher: Preslene P. Orot Teacher’s Signature __________

School: Sagay National High School
Grade /Year Level: 8 Subject Area: MAPEH Date: October 16,2023

OBSERVATION REPORT
Name of the School Observed: _______________________________________
School Address: _____________________________________________________
Date of Visit: ______________________

I've noticed from my close observation of Ma'am Preslene's class that students who sit
 in the front are doing well and taking an active part in the discussions and activities.
Contrarily, those seated farther back are more likely to be disengaged and to
participate in off-topic talks, which lowers their level of participation in class.
I've learned from my conversations with Ma'am Preslene that one essential component
of good teaching is the capacity to identify the learning requirements of every student.
To guarantee that they enjoy their time in school and can advance their skills and
knowledge, she highlights the value of giving children a choice in how they study. All
students need care and attention, but I've noticed that teachers focus more on the
students who aren't performing as well. These students, according to Ma'am Preslene,
require a teacher who is sympathetic and knows how to inspire them to perform
better. Four students in Ma'am Preslene class—two farsighted girls, one astigmatic
male, and a fourth nearsighted girl—have low vision. They still actively participate in
class activities despite their vision impairments, and two of them happen to be among
the class' top performers. This finding emphasizes the value of creating an inclusive
learning environment where all students can succeed, regardless of their requirements.
While all students require care and consideration, I've found that teachers tend to pay
more attention to the students who aren't performing as well. Ma'am Preslene claims
that these students need an understanding teacher who can motivate them to work
harder. One farsighted female, one astigmatic boy, and a fourth nearsighted girl make
up Ma'am Preslene class's four low vision students. Despite their eyesight difficulties,
they continue to actively engage in class activities, and two of them also happen to be
among the class top performers. This result highlights the need of developing an
inclusive learning environment where all students can flourish, regardless of their
specific needs. The Ma'am Preslene class is a great illustration of a setting that
promotes inclusivity, compassionate instruction, and individualized learning. All
educators should use these values as their guiding principles to make sure that every
kid receives the support, resources, and care they require to flourish in school and
beyond.

1. Did your observation match the information given by the teacher?

I can vouch for the fact that the teacher's assessments and the data I had recorded in
my notebook agreed exactly on the facts. Cross-checking and examining the student's
performance, requirements, and talents revealed that the teacher is an accomplished
educator who tries to provide individualized activities and tactics that satisfy her
students' particular needs. Through my own observations, I was able to confirm the
teacher's observations, which demonstrated her attention to detail and commitment to
 her students' growth and development. Overall, the teacher showed a strong
awareness of the value of tailored guidance, and her efforts are certain to help her
students succeed in school.
2.Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?

I've kept a close eye on the students, and I've noted that they are not all the same in
terms of academic aptitude and learning style. Instead, it can be difficult for teachers
to create engaging classes that accommodate all learners due to their wide range of
skills, prior knowledge, and levels of independence. Some students struggle to
understand the concepts taught in class, but others who are very committed to
studying and have a passion for it are able to do it with ease. The teacher has
implemented individualized instruction to make sure that each student receives the
support they require and content that is compatible with their learning styles. This
strategy entails providing interactive tasks that enable all students to participate at
their own pace while also breaking up difficult subjects into manageable pieces. The
teacher can encourage each student's development toward academic success by using
this method to give them each specific attention and support.

2. Describe the methods used by the teacher in handling the student’s differences. How
did the students respond to the teacher? Did the teacher use differentiate instruction?
If yes describe how, and if none, why?

The teacher uses a variety of approaches to introduce the subject, and she also makes
sure that her students have an immersive and interesting experience while learning.
She uses a variety of tools and materials, like books and videos, and she also
encourages student participation and creative expression. The teacher encourages
autonomy and self-direction in her students by allowing them the freedom to choose
their own means of learning. Additionally, she appreciates the value of teamwork in
the learning process and encourages it by giving students chances to work in groups.
With this strategy, students can develop important interpersonal skills that will help
them in the future while also strengthening the sense of community in the classroom.
 Reflect

1. Recall the time when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?

I still clearly recall how happy it made me feel to be chosen to be a study partner for a
classmate who was having trouble reading fluently. When they came across a word that
they couldn't understand or pronounce, I could see the frustration on their faces. I was
happy to assist them, even though the burden of my responsibility to do so was huge. My
classmate nervously turned the pages of the book during our study sessions, and I could
hear the rustling of the pages. Intermingled with the scent of the crayons and pencils
scattered across the desks was the scent of newly printed paper in the air. I could
overhear other study partners in hushed tones encouraging their students as we read
together.

As I observed the development my classmate was achieving, pride filled my heart.

Reading had become fluid and effortless, compared to how slow and hard it had once
been. When they saw the value of the written word and how it allowed them to
understand previously unintelligible material, I could see the sense of accomplishment in
their eyes. All of this was made possible through our teacher's consistent commitment.
She was gentle and patient, yet her actions were tough and unwavering. Even the most
disinterested students became focused students due to her enthusiasm for teaching. She
urged us to impart our knowledge and abilities to one another, fostering a spirit of
cooperation and friendship.

I'll never forget the lessons she helped me learn or the profound influence she had on our
naïve young minds. She showed us that anything is possible if you work hard and are
persistent. She instilled a love of studying in me that has lasted my entire life.
 2. What disposition and traits will you need as a future teacher to meet the needs of the
learners?

I want to add reflective techniques like peer and self-reflection to this activity to make it
even better. As a prospective teacher, I think it's critical to frequently evaluate my
instructional strategies and consider how they're influencing my students' learning. I can
assess my own classroom performance and identify my areas for growth through self-
reflection. Peer reflection, however, can provide me a fresh perspective on my teaching
methods and offer suggestions for how I might better serve my students. My students
should have access to an evaluation tool that will allow them to express their opinions on
the lessons they have learned in my class. A suggestion box, weekly surveys, or class
discussions can all be used to do this. I can improve my instructional strategies to better
meet students' needs and make a more welcoming and interesting learning environment
by actively seeking out their input.

To further support my students' needs, I would like to include technology into my

teaching methods. This can involve developing interactive classes using online tools and
resources, offering individualized instruction, and providing additional help for students
that require it. Overall, I can make sure that I am fulfilling the requirements of both high
and low achievers in my class and giving them a great learning experience by adopting
reflective practices, asking for feedback from learners, and integrating technology into
my teaching methods.

Activity 3.3. Observing the school experiences of learners who belong to

indigenous groups
Resource Teacher: Preslrene P. Orot Teacher’s Signature __________
School: Sagay National High School
Grade /Year Level: 8 Subject Area: MAPEH Date: October 16,2023

OBSERVATION REPORT
It is evident from watching numerous YouTube videos of various classes that
every group of students has a different way of learning and interacting with
their teachers. While some children may have no trouble reading, writing, or
understanding lessons, others might find these skills difficult. Towards many
classrooms, students placed towards the front tend to be more attentive and
involved with the teacher. The people towards the back of the room can be
more preoccupied with talk or other activities. But every student can learn and
develop in their own manner with the correct direction from their teachers.
Every student has various needs and learning styles, and a competent teacher is
aware of this. They support students in pursuing their search for knowledge by
encouraging them to identify the learning style that suits them the most.
Teachers may support the success of students of all abilities and backgrounds
by fostering a good learning environment in the classroom that appreciates
diversity and promotes student participation. Teachers must pay close attention
to students who are performing poorly because they may need more care and
support. Regardless of their skills or difficulties, every student has the right to a
good education and a promising future. Teachers can assist all students in
realizing their full potential by fostering a positive and welcoming learning
environment.

1.What do you think can still be done to promote and uphold the indigenous people’s
knowledge system and practices and rights in school?

In order to foster inclusion, respect, and appreciation of other cultures, I think it is

crucial to set up the right environment as a future educator. To do this, I'll make an
effort to establish connections based on mutual respect and understanding, learn about
the indigenous groups' history and traditions, and cultivate contact with them. By
supporting class conversations that respect all points of view and modeling critical
thinking in my lectures, I hope to inspire my students to question their own previous
assumptions and biases. We must acknowledge and respect the rights of indigenous
peoples inside educational systems as well as to just fostering an inclusive environment.
According to the United Nations Declaration on the Rights of Indigenous Peoples,
indigenous peoples have the right to found and manage educational institutions in a way
that is compatible with their cultural teaching and learning techniques. Accordingly, we
must give indigenous knowledge systems, customs, and rights top priority in our
schools and ensure their acknowledgment and respect. In addition, I support treating
each of my students fairly, regardless of their cultural heritage. I promise to take good
care of them, never disregard their points of view or experiences, and instead endeavor
to uphold and defend their human rights. Above all, I'll work to foster an atmosphere in
the classroom that fosters cultural awareness, inclusion, and a respect for variety.

Reflect based on your actual videos that you watched.

1. What new things did you learn about indigenous peoples?

I've learned throughout my life how important it is to stand up for our rights. No
matter the situation, it is important to know what we are entitled to and to not accept
anything less than what we deserve. I sincerely think that we can conquer any
challenge that stands in our way if we approach it with the right mindset and an
unrelenting commitment to achieving our goals. I am incredibly appreciative of the
chances that have come my way thus far, especially my schooling. I am aware that a
great deal of individuals is struggling and unable to obtain the same level of
education that I have had the good fortune to do. My appreciation for all I've been
given has only grown because of this knowledge, and I'm even more determined
than before to seize the possibilities that come my way. I am aware that I must put
in a lot of effort to earn the rights I have, and that my success is a product of both
my own efforts and the sacrifices and labor of those who came before me. Knowing
that anything is genuinely achievable if I maintain my resolve and stay committed to
my dreams, this inspires me to strive harder to achieve both my personal and
professional goals.

2.What did you appreciate most from your experience in watching the videos with
indigenous learners? Why?

I was amazed by the students' positive outlook and unwavering dedication to bettering
the conditions of their various tribes. Even though they are far from their homes, it is
encouraging to see how determined they are to keep their cultures and traditions alive.
They truly demonstrated the importance of cultural heritage by presenting their tribes
with such pride and enthusiasm. It is evidence of the tenacity and power of their
communities, and I have gained another appreciation for their way of life. I think they
will do great things for their people because of their tenacity and optimistic outlook on
the future.

3.For indigenous learners, as a future teacher, I promise these three things:

 3.1 Be open to and respect indigenous people by treat everyone with fairness,
without prejudice or discrimination, and with equal opportunities. I recognize and
respect the variety of backgrounds they come from. By allowing people to express
themselves through their distinctive talents, experiences, and cultural practices, I
believe we can build a more cohesive and engaged team. It is important to me to
actively listen to everyone to understand their thoughts and feelings. I am
dedicated to advancing diversity, equity, and inclusion and I am aware of how
crucial these principles are to establishing a positive environment.
3.2Uphold and celebrate their culture, belief, and practice by providing
opportunity for people to express and practice their own cultural practices,
whether by holding cultural fairs or planning exchange programs. I'll be sure to
act in a helpful and polite manner when participating in these events, standing
back, and observing without bringing my own opinions or beliefs. As I interact
with people from other backgrounds, I'll try to educate myself about their cultural
customs and their importance. This will help me comprehend their viewpoints and
engage with them more effectively. To prevent any potential issues, I will also try
to avoid any acts or behaviors that could be construed as disrespectful or
offensive. My goal is to establish a setting where everyone, regardless of cultural
background, feels accepted, cherished, and respected. A more harmonious and
inclusive society can benefit from valuing diversity in all its forms.

3.3Advoctae for indigenous people education by putting on inclusive events that

highlight their distinctive and varied cultures. These gatherings ought to be
planned so that IPs can showcase their artistic, musical, and cultural talents to a
wide audience and dispel misconceptions. Teachers should take steps to educate
oneself about each student's cultural and historical background and acknowledge
that their views and practices may differ from their own in order to better support
and comprehend IPs. Teachers should promote respect for all students' identities
and an inclusive environment in the classroom for all groups. Through such
initiatives, we can encourage respect for the diverse cultures and traditions of
Indigenous Peoples and give them the tools they need to showcase their skills and
talents to the rest of the world. We may also try to create a society that is more
welcoming and harmonious, where everyone is recognized for their individual
identities and contributions.
 With the principle of
individual differences in mind,
what methods and strategies will you remember in the future to ensure that you will be
able to meet the needs of both the high and low achievers in your class? Make a
collection of strategies on how to address the different ability levels

As a future teacher, I'm dedicated to making sure that every student in my class
has an equal opportunity to learn, develop, and succeed, regardless of their
cognitive ability, background, religion, racial group, or culture. Since diversity is a
constant in the classroom, I understand the significance of recognizing and
valuing each student's unique differences as well as creating efficient teaching
methods and strategies that meet the needs of every student.

I will use a variety of teaching strategies that encourage active student

engagement and participation to fulfill the requirements of both high achievers
and low achievers. My goal is to establish a collaborative, critical-thinking, and
problem-solving-focused learning the environment.

I am also conscious of the possibility that low achievers may need extra help and
direction in order to realize their full potential. To achieve this, I'll collaborate
closely with them and deliver instruction that is individualized and adapted to
their particular learning requirements. In order to help them on their path to
learning, I will also look at the utilization of resources and assistive technologies.

The result of my efforts is to establish a welcoming, encouraging, and learning-

friendly classroom environment. I'm sure I can create an atmosphere that supports
my students' personal development and academic achievement by appreciating
and embracing their diversity.

Evaluate Your Task Field study 1, Episode 3Focus on Gender, Needs, Strength, Interest,
Experiences, Language, Race, Culture, Religion, Socio-economic status, difficult
circumstance, and Indigenous Peoples.
Learning outcomes: Describe the characteristics and needs of the learners from diverse
background; Identify the needs of the students with different levels of abilities in the Classroom;
Identify best practices in differentiated teaching to suit the varying learners needs in diverse class
(PPST 3.3.1) and; Demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and background.

Name of FS Student: Sheena H. Tolero Date Submitted: _11/10/23_____

Course: Education Major: Physical Education

Learning Excellent Very satisfactory Satisfactory Needs
Episode 4 3 2 Improvements
1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation questions/ task (2) observation observation observation
Sheet completely questions/ tasks questions/ tasks questions/ tasks
answered/ not answered/ not answered/ not answered/
accomplished accomplished accomplished accomplished
Analysis All questions All questions Questions were Four (4) or
were answered were answered not answered more questions
completely; completely; completely; were not
answers are with answers are clear answers are not answered
depth and and connected to connected to completely;
thoroughly theories; theories; one (1) answers are not
grounded on grammar and to (3) three connected to
theories; spelling are free grammar and theories; more
grammar and from error. spelling error. than four (4)
spelling are free grammar and
from error. spelling error
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow; rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed. analyzed. what were observed and
observed and analyzed.
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the the context of the the context of the the context of
learning learning learning the learning
outcomes; outcomes; outcomes; outcomes; not
complete, well- complete, well- complete, not complete, not
organized, highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant.
learning outcome learning outcome learning outcome
Submission Submitted before Submitted on the Submitted a day Submitted two
the deadline deadline after the deadline (2) days before
the deadline
Comments Overall Rating:
Score

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19 17 1 15 14 13 11 1 9-8 below
- 6 - 0
18 12
Grade 95 92 90 8 84 81 78 75 7 70 and below
 7 2

_____________________________ _____________
Signature of FS Teacher over Printed name Date